Culturally Proficient Learning Communities: Confronting Inequities Through Collaborative Curiosity

Culturally Proficient Learning Communities: Confronting Inequities Through Collaborative Curiosity

By: Delores B. Lindsey (editor), Randall B. Lindsey (editor), Linda D. Jungwirth (editor), Jarvis V. N. C. Pahl (editor)Hardback

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'Cultural proficiency challenges learning communities to go even deeper when inquiring about student barriers to success. This perspective is necessary to truly address the achievement and expectation gaps in our schools. Before we ask ourselves why our students are not succeeding, we must understand and examine our own perceptions and assumptions about them' - Timothy A. Bias, Administrator, Pomona Unified School District, CA. This work helps readers to close the achievement gap with equity-focused professional learning communities! Professional learning communities (PLCs) can be a powerful force for creating equitable, inclusive schools where all students succeed. Integrating the four Tools of Cultural Proficiency with the PLC framework, this relevant guide offers school leaders, district administrators, and staff developers a collaborative approach to address bias and inequity. "Culturally Proficient Learning Communities" discusses the impact of our history on cultural understanding and provides a wealth of practical PLC-building strategies - including assessment and inquiry-driven planning, instructional design, curriculum development, coaching, leadership, and shared decision making. The authors examine the goals, purpose, and process of creating and sustaining equity-focused PLCs through: templates, protocols, activities, and rubrics for deconstructing inequity in student achievement; stories, tools, and thinking prompts to guide an inside-out transformation toward cultural proficiency; and, an extended example of one school district's journey in becoming a culturally proficient learning community. Schools that view diversity and differences as assets and opportunities will experience stronger holistic growth and increased academic achievement!

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About Author

Delores B. Lindsey, Ph.D., retired as Associate Professor of Education at Cal State San Marcos, San Marcos, CA, but did not retire from the education profession. As a former middle grades and high school teacher, assistant principal, principal, and county office of education administrator, her primary focus is developing culturally proficient leadership practices aimed at closing educational gaps. She helps educational leaders examine their organizations' policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on socially just educational practices, culturally proficient leadership practices, and diversity as an asset to be nurtured. Dr. Lindsey offers keynote address and facilitates educators to develop their own inquiry and action research. Her favorite reflective question is: "Are we who we say we are?" She is also a Training Associate for Cognitive Coachingsm and Adaptive Schoolssm. Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. They enjoy working together with school districts to guide school leaders on their journey toward equity and socially just practices for all learners. Dr. Linda Jungwirth, Association of California School Administrators (ACSA) California Educator of the Year-Professor of Education (2013), and President of Convening Conversations, Inc., is passionately devoted to supporting organizations in Culturally Proficient Leadership, building trusting, inclusive, collaborative communities. Dr. Jungwirth taught middle and high school science, and served as: district technology coordinator; county office curriculum and professional development coordinator serving 66 districts in Southern California; and director of the Center for the Advancement of Small Learning Environments for 19 high schools in 11 Southern California districts. Dr. Jungwirth is adjunct professor for Pepperdine University's Educational Leadership, Administration, and Policy doctorate program teaching culturally proficient leadership and communication. Dr. Jungwirth is recognized internationally for her work in Cultural Proficiency, and is co-author of Corwin's bestseller, Culturally Proficient Learning Communities: Confronting Inequities Through Collaborative Curiosity, and Rowman-Littlefield's 10 Models of Teacher Evaluation: The Policies, The People, The Potential. Dr. Jungwirth is a National Training Associate for Thinking Collaborative ( in the areas of Cognitive CoachingSM and Adaptive Schools-Facilitating and Developing Collaborative Groups. Additional recognition includes Administrator of the Year, California League of High Schools, Region 10, and the Association of California School Administrators (ACSA) Wilson A. Grace Award for her ideals of tolerance, compassion, and professional leadership, and as a leader who motivates and inspires personal and professional growth in others. . Jarvis V.N.C. Pahl is executive director of Pahl Business & Educational Consortium (PBEC). She taught biology and microbiology in California, Maryland, Connecticut, and Brazil. She also taught while in the Peace Corps, and in Botswana Africa. As a school administrator, she worked in California high schools and school districts. She was a member of the Graduate School of Education's School Management Program at the University of California in Los Angeles. She has traveled in Asia, Africa, Europe, North America, South America, Antarctica, and the Arctic Circle. She speaks Portuguese, some Setswana (language of Botswana), and Spanish. As a consultant, she has designed, planned, and facilitated hundreds of learning experiences for parent groups, students, teachers, administrators, and blended groups of educators, parents, students, and individuals from the business world. She believes individuals have a gene for leadership in their area of specialty. Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.


Foreword by Shirley M. Hord Preface Acknowledgments About the Authors Part 1. Getting Centered 1. Getting Centered With the Tools of Cultural Proficiency 2. Getting Centered With Our History 3. Getting Centered: The Evolution of Learning Communities Part 2. Voices From the Field 4. Maple View: Sustaining a Culturally Proficient Learning Community 5. Assessing Cultural Knowledge Through Shared Personal Practice 6. Valuing Diversity Is a Reflection of Shared Beliefs, Values, and Vision 7. Managing the Dynamics of Difference Through Collaboration 8. Adapting to Diversity Through Supportive and Shared Conditions 9. Institutionalizing Cultural Knowledge Through Collective Learning Part 3. Call to Action: Disturb the System Through Curiosity and Inquiry 10. Aligning Our Behaviors With Our Values References Index

Product Details

  • publication date: 04/10/2009
  • ISBN13: 9781412972277
  • Format: Hardback
  • Number Of Pages: 168
  • ID: 9781412972277
  • weight: 522
  • ISBN10: 1412972272

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